La diversidad étnica y religiosa en Senegal

Whilst reading and rereading the data during my data analysis, I concurrently noted memos on transcripts, reflected on the analysis and coded data using highlighters. I also ensured a peer reviewed my data analysis regularly to ensure the accuracy of my coding. Noting memos served as a script of the mental framework I undertook in the process of analysing the data which was reviewed for possible coding and emergent themes providing analytical insight in reference to my research questions

62

(Saldaña, 2009). Additionally, these memos assisted with my interpretation of the data and helped form the foundation for my conclusions and recommendations (Bloomberg & Volpe, 2012).

A “modification of the Stevick-Colaizzi-Keen method” outlined by Moustakas (1994, p. 121) was used when analysing my data. The steps in the process included

epoche, phenomenological reduction, imaginative variation, and synthesis of composite textural and composite structural descriptions (Moustakas, 1994).

4.8.1 Epoche

In order to avoid bias when analysing the data, I epoched my opinion and experience with technology adoption and implementation. Epoche is defined as the “systematic effort to set aside prejudgements regarding the phenomenon being investigated” (Moustakas, 1994, p.22). As I was a mentor facilitator during the adoption and

implementation of TEL in my HEI, I had substantial experience with the adoption and implementation process. According to Moustakas (1994), it is important for the

researcher to be “open, receptive and naïve in listening to and hearing research participants describe their experiences of the phenomenon being investigated” (p. 22). Thus, I kept a reflective journal in an effort to set aside my own opinions regarding the phenomenon being explored.

4.8.2 Phenomenological Reduction

When analysing the data, I used phenomenological reduction which enabled me to bracket my personal experiences about the phenomenon (Moustakas, 1994). This required examining the data repeatedly so that “I look and describe, look again and describe, look again and describe” (Moustakas, 1994, p. 90). I was able to remove personal bias on the phenomenon by eliminating any suppositions about the

adoption and integration of mobile TEL initiatives. I maintained a reflective journal throughout the study, in an effort to bracket my preconceptions related to the phenomenon.

The next step performed was Horizonalisation. This process involved listing statements and considering them with equal value (Moustakas, 1994). My

63

experiences were described from the “vantage point of self-awareness, self- reflection, and self-knowledge” (p. 95). While considering each participant’s experiences, I recorded all relevant statements as significant to their lived experience. I recorded any significant statements that did not change, having considered each from several sources. Having identified the significant statements, the next step was to identify meaningful units (Creswell, 2013) about the

phenomenon that were revealed during the process. I subsequently deleted all statements that were considered to be extraneous to the research questions, repetitive, or overlying. Using NVivo I clustered significant statements into

meaningful units or themes. I read transcripts numerous times to determine patterns of information or themes. Combining the analysis of data from all three data sources provided clarification about the experience of teachers participating in mobile TEL initiatives. The horizons or “the textural meanings and invariant constituents of the phenomenon” were only left (Moustakas, p. 97). The invariant horizons were listed and coded in order to cluster meanings and themes within the data (Appendix Eleven). I subsequently emailed the themes and subthemes to the participants to ascertain their feelings about their accuracy. Participant feedback indicated that they agreed with the information; thus, no changes were made. Subsequently, colleagues familiar with mobile TEL provided feedback on the themes and subthemes by

reading the analysis of the transcripts and connecting them to identified themes and subthemes. This peer debriefing resulted in no changes.

Using these meanings and themes, I then composed individual textural descriptions and a composite textural description. Individual textural descriptions are a

compilation of “invariant textural constituents and themes of each research participant”, while composite textural descriptions are individual descriptions that have been integrated into a “group or universal textural description” (Moustakas, 1994, p. 180). The textural descriptions included what the participants experienced as they adopted and integrated mobile TEL into their teaching. The descriptions described how the participants experienced the phenomenon in relation to their setting or context (Creswell, 2013). In analysing the data, I described in “textural language just what one sees, not only in terms of the external object but also the internal act of consciousness, the experience as such, the rhythm and relationship between phenomenon and self” (p. 90). When analysing the significant statements

64

and themes, I composed a narrative description of how participants’ experiences were influenced by the context or setting (Creswell, 2013).

4.8.3 Imaginative Variation

According to Moustakas (1994, p. 98), the task of imaginative variation is using “imagination, varying the frames of reference, employing polarities and reversals, and approaching the phenomenon from divergent perspectives, different positions, roles or functions” in order to understand the essential, universal structure of how each participant experienced the phenomenon. I was able to include the most crucial aspects of the phenomenon in a description by using imaginative variation. In doing so, the phenomenon was viewed from several perspectives and explored from all imagined possibilities. I listed structural qualities and then clustered them into themes. According to Moustakas (1994), six universal structural themes should be considered, including “time, space, relationship to self, to others, bodily concerns, and causal or intentional structures” (p. 181). Structural qualities and themes were subsequently integrated into individual structural descriptions of how each participant experienced the phenomenon as well as a composite structural description,

integrating all of the individual structural descriptions.

4.8.4 Synthesis of Meanings and Essences

The last step in my data analysis was illuminating the core of the phenomenon by instinctively and reflectively composing a synthesis of the universal themes in the lived experiences of the participants (Moustakas, 1994). This synthesis combined the composite structural and the composite textural descriptions to create a

composite textural-structural description and provides the reader with knowledge about what the participants experienced and how they experienced it (Creswell, 2013).

65